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Inquiry 3: Policy and Profession

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CIERA Report #3-025 "The Effect of Groups and Individuals on National Decisionmaking: Influence and Domination in the Reading Policymaking Environment" by Julie E. McDaniel, and Cecil Miskel

CIERA Report #3-024 "The Alignment of State Standards and Assessments in Elementary Reading" by Karen K. Wixson, Maria Chesley Fisk, Elizabeth Dutro, and Julie McDaniel

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CIERA Report #3-023 "Interest Groups in National Reading Policy: Perceived Influence and Beliefs on Teaching Reading"
by Mengli Song, and Cecil Miskel

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CIERA Report #3-022 "When State Policies Meet Local District Contexts: Standards-Based Professional Development as a Means to Individual Agency and Collective Ownership"
by Elizabeth Dutro, Maria Chesley Fisk, Richard Koch, Laura J. Roop, and Karen Wixson

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CIERA Report #3-021 "Building Electronic Discussion Forums to Scaffold Pre-Service Teacher Learning: Online Conversations in the Reading Classroom Explorer"
by Richard E. Ferdig, Laura R. Roehler, and David Pearson

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CIERA Report #3-020 "Parents and Teachers Talk About Literacy and Success"
by Marjorie Faulstich Orellana, Karen Monkman, and Laurie MacGillivray

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CIERA Report #3-019 "A Second Year of One-on-One Tutoring: An Intervention for Second Graders With Reading Difficulties"
by Mary Claiborne Fowler, Laura M. Lindemann, Susan Thacker-Gwaltney, and Marcia Invernizzi

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CIERA Report #3-018 "Latina Educators and School Discourse: Dealing with Tension on the Path to Success" by Jill Aguilar, Laurie MacGillivray, and Nancy T. Walker

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CIERA Report #3-017 "The Road to Participation: The Evolution of a Literary Community in an Intermediate Grade Classroom of Linguistically Diverse Learners"
by Ailing Kong and P. David Pearson

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CIERA Report #3-016 "Teacher Rating of Oral Language and Literacy (TROLL): A Research-Based Tool"
by David K. Dickinson, Allyssa McCabe, and Kim Sprague

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CIERA Report #3-015 "Book Club Plus: A Conceptual Framework to Organize Literacy Instruction"
by Taffy Raphael, Susan Florio-Ruane, and MariAnne George

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CIERA Report #3-014 "A Critical Review of the Literature on Electronic Networks as Reflective Discourse Communities for Inservice Teachers" by Yong Zhao and Sheri Rop

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CIERA Report #3-013 "Effective Practices for Assessing Young Readers" by Scott G. Paris, Alison H. Paris, and Robert D. Carpenter

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CIERA Report #3-012 "Children's Comprehension of Narrative Picture Books"
by Alison H. Paris and Scott G. Paris

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CIERA Report #3-011 "Staff Development in Early Reading Intervention Programs: The Facilitator"
by Deidre Le Fevre and Virginia Richardson

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CIERA Report #3-010 "Negotiating Higher Education: Latina Teacher' Memories of Striving for Success"
by Nancy T. Walker, Laurie MacGillivray, and Jill A. Aguilar

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CIERA Report #3-009 "Early Reading Programs in High-Poverty Schools: Emerald Elementary Beats the Odds"
by Charles Fisher and Martha A. Adler

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CIERA Report #3-008 "Book Buddies in the Bronx: A Model for America Reads"
by Joanne D. Meier and Marcia Invernizzi

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CIERA Report #3-007 "The America Reads Challenge: An Analysis of College Students' Tutoring"
by Martha A. Adler

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CIERA Report #3-006 "Discretion in the Translation of Reading Research to Policy"
by Barbara M. Taylor, Richard C. Anderson, Kathryn H. Au, and Taffy E. Raphael

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For a response by Barbara Foorman and her colleagues to the Taylor et. al. analysis of the impact of the original 1998 article published in the Journal of Educational Psychology, click here.

CIERA Report #3-005 "The Role of Hypermedia Cases on Preservice Teachers' Views of Reading Instruction"
by Joan E. Hughes, Becky Wai-Ling Packard, and P. David Pearson

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CIERA Report #3-004 "Policy-Oriented Research on Literacy Standards and Assessment"
by Sheila W. Valencia and Karen K. Wixson

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CIERA Report #3-003 "Culture, Autobiography, and the Education of Literacy Teachers"
by Susan Florio-Ruane and Taffy E. Raphael, with Jocelyn Glazier, Mary McVee, Bette Shellhorn, and Susan Wallace

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CIERA Report #3-002 "Assessing Readiness" by Samuel J. Meisels

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You may also view the NCEDL "Spotlight" on this report by clicking here.

CIERA Report #3-001 "Standards for Primary-Grade Reading: An Analysis of State Frameworks"
by Karen K. Wixson and Elizabeth Dutro

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Center for the Improvement of Early Reading Achievement
University of Michigan School of Education
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610 E. University Ave.
Ann Arbor, MI 48109-1259
Phone: (734) 647-6940 Fax: (734) 615-4858
ciera@umich.edu

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